Working Identity ,Social Support ,and Administrative efficacy among Administrators in Elementary Schools

• Main Authors: Yi-Chen Li, 李宜貞
• Other Authors: Te-Sheng Chang
• Format: Others
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/35234323245510667939

碩士 === 國立東華大學 === 課程設計與潛能開發學系 === 103 === Working Identity , Social Support and Administrative efficacy among Administrators in Elementary Schools Abstract The purpose of this study was to investigate working identity, social support, and administrative efficacy, among administrators in elementary schools. Questionnaire survey method with the stratified random sampling was adopted in this study. The sample included 533 administrators from 53 elementary schools in New Taipei City. The t test, One-way ANOVA, Pearson product moment correlation, and multiple regression approaches were used for data analysis. The conclusions were as follows: 1. There are significant differences on administrators’ working identities in terms of administrators’ age, job position, length of administration service, and length of service, but no significant differences in term of administrators’ gender and school type. 2. Administrators who are over 51 years old, who have at least 16 years of service, who have at least 11 years of administration service, or who are in higher job positions indicate higher working identity scores than their counterparts. 3. There are significant differences on family support in terms of administrators’ age, job position, length of administration service, and length of service. There are also significant differences on social support in terms of administrators’ length of administration service, but no significant differences in terms of administrators’ gender and school type. 4. Administrators who are over 41 years old, who have at least 16 years of administration service, who have at least 16 years of service, or who are in higher job positions indicate positive score in the dimension of family support. 5. There are significant differences on administrative efficacy in terms of administrators’ gender, age, job position, length of administration service, and length of service, but no significant differences in terms of administrators’ school type. 6.Male administrators who are over 41 years old, who have at least 16 years of service, and who have at least 11 years of service have higher administrative efficacy than their counterparts. 7. The correlation between administrators’ working identity and administrative efficacy is significantly positive. 8. The correlation between administrators’ social support and administrative efficacy is positive. 9. Both working identity and social support can be used to predict administrators’ administrative efficacy. Experience sharing has the highest predictive impact on administrative efficacy.